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Fawbert & Barnard's Primary School

Learning for Life


School Ethos for SEND 

Under the current ‘Special Educational Needs and Disabilities Code of Practice’ our school provides a broad and balanced curriculum for all children.  The National Curriculum is our starting point, for planning that meets the specific needs of individuals and groups of children.  When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs.  Some children have barriers to learning which may mean they have special needs and require particular action by the school. 

What types of SEND do we provide for? 

At Fawbert and Barnard’s we support pupils with a range of needs. The SEND Code of Practice (2014) outlines four main areas of need. Children could have a difficulty in one more of the four areas of need.

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties.
  • Cognition and learning, for example, persistent literacy difficulties.
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), Attention Deficit Disorder (ADD), Attachment difficulties.
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, cerebral palsy, gross and fine motor difficulties.
  • Moderate, severe, profound and multiple learning difficulties.

how do we identify and assess pupils with send? 

A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.

Special educational provision is educational or training provision that is ‘additional to, or different from’, that made generally for other children or young people of the same age by mainstream schools.

Triggers for receiving help at SEND support include the concern of parents, teachers or others (including specialist support) backed by evidence that despite a differentiated curriculum and school based interventions over a long period:

  • Child is making little or no progress in English or Maths
  • Child has sensory or physical problems and is making little or no progress despite specialist equipment
  • Child is still working at EYFS/ National Curriculum levels well below his or her age group 
  • Child has ongoing communication/interaction difficulties which are impeding social relationships and learning.
  • The child may have a difficulty which needs further investigation or assessment either through the school or external bodies.
  • Social, emotional and mental health needs. Pupils who present with persistent social, emotional, mental health or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school will be given additional support. These needs may be a result of an underlying difficulty such as speech, language and communication difficulties, learning difficulties, attachment difficulties or recognised disorders such as Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD).

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

Exiting the SEN Register
At the child's termly "One Plan Meeting", the progress they have made towards meeting the agreed outcomes will be discussed and the impact of any interventions will be shared.  In most instances, it is expected that new outcomes/next steps will be identified, in some cases the child will have made the required amount of progress and no new outcomes can be identified, when this is the case they no longer need a One Plan.  When a child no longer requires a One Plan, the class teacher will continue to monitor them closely and provide any additional "in class support" that is required.  If at any point it is felt that the child once again requires support that is additional to the "High Quality Teaching" offered to all children, a One Plan Meeting will be held, a new One Plan will be created, they will be placed back on the SEN register and the Assess, Plan, Do, Review cycle will begin again for them.


The first point of contact for any concerns should be the class teacher. If concerns continue the teacher may then refer you to the SENCo.

SENCo – Mrs Gemma Higgs

The SEND Governor is Sandra Newens. She can be contacted through the School office.

Parents can contact or make an appointment to see the SENCo at any convenient time if they have a concern or need advice, but the initial point of contact would be the class teacher.

The SENCo attends multi agency meetings.

Parents of children who have an EHCP are invited to three reviews per year, including one annual review to discuss their child’s progress and plan their next steps.


The delivery of the provision for children with learning difficulties can take place in the normal classroom setting and is the responsibility of the Class Teacher. Teacher planning includes differentiated work for children with SEND and effective deployment of TAs/HLTAs.

At present, children with special educational needs have the opportunity to access following external agencies: Specialist Teaching, Educational Psychologists, Paediatricians, Occupational Therapists, Physiotherapists, Speech and Language Therapists, Counsellors, Home/School Liaison, Health Visitors, School Nurses, Hospitals, Optometrists, the Emotional Wellbeing and Mental Health Service (EWMHS) and other specific professionals who may provide general advice, specialist assessments or advice on different strategies or materials.

The SENCo makes referral to appropriate outside agencies to aid the child’s needs where appropriate and when assessment has indicated a need.

The SENCo liaises regularly with outside agencies where appropriate where an assessment has indicated a need e.g. Paediatricians, G.P’s, Specialist Teachers, Educational Psychologists, Occupational Therapists, Physiotherapists, Speech Therapists, Speech and Language support workers and technicians, Counsellors, School nurses, Home/School liaison, Health visitors.

Specialist resources are used to aid learning across the school where assessment has indicated a need e.g. lower ability reading books, sand timers, visual timetables, left handed scissors, pencil grips, colour paper for children with persistent literacy difficulties, writing slopes, iPads, workstations and Talking Postcards.

Further specific specialist equipment is bought or hired according to the needs of the children, and as recommended.

Additional provision is put in place for pupils who need support to have successful break and lunchtimes. 


If a pupil has specific needs such as spelling, handwriting, Maths, English and social skills etc. then the pupil may be placed in a small focussed group or 1:1 run by the Class Teacher or TA. Progress is continuously monitored and reviewed at regular intervals through the term.

Depending on the nature of the child’s difficulties, he or she may also be taken out for specialised, in-school programmes. These may include: additional Phonics, Socially Speaking, Smart Thinking, Lego Therapy, Gym Trail, Acceleread/Accerlerwrite, Inference Training, Drawing Therapy, EAL support and Speech and Language support.

Intervention groups are provided for pupils who need a particular area of the curriculum targeted. Groups run for a period of 6-12 weeks and may include children on the SEND register.

When children have high needs, they will have a personalised curriculum that support them to develop in areas that are of interest to them and at a level that is appropriate.

This will also include life skills to prepare them for the next stage in their life and adulthood. Examples of this include regular visits to the community including a range of shops, the library and cafés. Children develop their communication skills and apply their learning to real life i.e. money.

We have a newly refurbished accessible toilet for pupils with mobility difficulties and wide doors are in some parts of the buildings.

There is ramp access to 4 classrooms on the school grounds.

There are slopes leading to the main field to enable easier access to that area of the school.

Individual Care Plans and emergency evacuation plans are put in place for children with specific needs.

Accessibility Plan is reviewed regularly by the Head Teacher and Governors.

how do we enable pupils with send to engage in activities with other pupils who do not have send? 

The delivery of the provision for children with learning difficulties can take place in the normal classroom setting and is the responsibility of the Class Teacher. Teacher planning includes differentiated work for children with SEND and effective deployment of TAs/HLTAs.

Special equipment is available in school to ensure that children are able to participate in active and social activities in school such as shooting nets, bell balls and batting stumps.

Pupils with SEND are given equal opportunities to participate in all school activities and roles of responsibility such as play leaders, school councillors, prefects and hall monitors.

All of our extra-curricular activities (delivered by the school) and school visits are available to all our pupils. (For activities provided by outside agencies, parents should contact the provider to discuss their children’s needs and how adjustments can be made to support their child.)

All pupils are encouraged to go on our residential trip to PGL.

All pupils are encouraged to take part in sports day, school plays, special workshops.

No pupil is ever excluded from taking part in these activities because of their SEND or disability.


Partnership plays a key role in enabling children and young people with SEND to achieve their potential. Parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners given support to play an active and valued role in their child’s education. 

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will form part of the “One Planning” process to make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ views
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are
  • How and when the outcomes and next steps will be reviewed

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEND support and be placed on the SEND register.

In Essex the records/plans produced as a result of partnership working is known as a “One Plan”. One Plans will be reviewed termly with school, parents and pupils.

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • The results of standardised assessments
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

Annual review meetings are held for children with EHCPs to review long-term outcomes. Pupils, parents and other agencies involved are invited to contribute and share their views so that we have a picture of the whole child, including strengths and motivation. Information gathered is used to plan the steps for the next year and the provision that will support the child to support these next steps.

All parents are encouraged to take an active role in the review process. An overview of areas to be discussed at the meetings is shared with parents prior to the meetings.

The school will discuss with parents if they feel that their child no longer requires SEND support and therefore be taken off of the SEND register.

Key stage two satS access arrangements 

Some children with SEND may qualify for special arrangements in order to help them access the Key Stage 2 SATs tests. Any child will an EHC will be given additional time for each paper with making an application. The school must follow government guidance with respect to access arrangements. These guidelines are updated annually and may be found on:


Where a pupil is transferring to Secondary School, the SENCo will meet SENCo of the secondary school to transfer SEND information for children with an EHCP or high needs. All SEND school records will be passed on to secondary school or any other school the child may transfer to regardless if the child has been removed from the register or is borderline to go on to the register. Future schools have a right to know the history of a child including any previous strategies used in case transition onsets any problems.

Secondary schools will be invited to the planned review meeting in the Spring or early in the Summer term for pupils with EHCPs.

Pupils will engage in activities to prepare them for their new setting linked to walking to school, timetables and organising their resources for school.

Some extra visits may be arranged for SEND children in Summer term prior to transition to secondary school.


At Fawbert and Barnard’s we work hard to support children with high needs to be prepared for adulthood.

Using the guidance from the Preparing for Adulthood website, we support children in 4 areas:

  • Employment
  • Friends, relationships and community
  • Independent living
  • Good health

We believe that it is important to support pupils to be as independent as possible in the future and prepare them for adulthood. Some pupils will require a personalised curriculum to support them to be prepared for adulthood. Areas that children will focus on when developing key skills for adulthood:

  • Telling the time
  • Understanding money
  • Paying in shops (supervised)
  • Residential trips
  • Ordering food in cafes
  • Taking books out of the library
  • Food preparation
  • Moving around the school independently
  • Travel training
  • Transport and road signs
  • Understanding the basic changes to their bodies in puberty

Pupils with high needs have visited cafés, shops, libraries, the post office and the florist, to name a few. In addition to learning to apply the skills and knowledge they have been developing in school, the pupils have been learning how services work, developing their communication skills and improving their road safety awareness.


All pupils have access to Personal, Social, Health and Emotional education through the PSHE curriculum.

We have a whole school approach to emotional regulation through - The Zones of Regulation. This gives staff and children a shared language to communicate around emotions.  More information can be found about this on our school website in latest news.

Many strategies are used to support all children in school which is part of quality first teaching. These strategies include:

  • Sign-posting the learning
  • Clear expectations of what all children are expected to do/behave
  • Roles of responsibility for the children
  • Visual timetables
  • Preparing for changes – time warnings of when an activity is going to come to an end

Other strategies that are used in school to support children with additional needs:

  • Meet and greet – a designated adult to welcome the child into school. This could be in the classroom or somewhere else in school.
  • Now and next approach – this is a challenging task/activity (appropriate to the child) followed by a low stress activity.
  • Legitimate control – regular choices given throughout the day for the children to have control i.e. would you like to complete your work in your normal seat or somewhere quieter in the classroom?

Some children need support to understand situations. We use social stories to help the child understand social situations and learn how to deal with it in a positive way.

The Practice of Restorative justice takes place at Fawbert and Barnard’s. Children are given the opportunity to reflect on an incident at a level that is appropriate to them. Most children will be asked to consider the feelings of others as a result of their choices. Following this the child/ren will have a consequence relative to the incident so they are able to repair the harm. For younger children and children with high needs, Comic Strip conversations are used to discuss events and share the feelings of others. The Zones of Regulation language will be used with children.

Our Learning Mentor is Shona Briscoe. She supports children across the school with a range of challenges. She delivers 1:1 and group interventions for children in school such as Zones of Regulation, Drawing therapy and Smart Thinking. Mrs Briscoe also supports children through ‘The Maze’ – a self-referral service for children who would like to discuss and concerns they have. Teachers also receive support from Mrs Briscoe on delivery of interventions for whole classes such as The Zones of Regulation and Smart Thinking.

Some children work on a 1:1 basis for long sections of the day; this can be for a variety of reasons. This gives the children the opportunity to form secure attachments with someone at school.  Adults will use the following strategies to support them:

  • Keeping in mind phrases – “I thought of you when…”, “I’m looking forward to hearing all about…”
  • Positive gossip – share positive news with another adult in earshot of the child
  • A safe place i.e. a den
  • Emotional containment scripts i.e.” I can see you’re upset/ in the yellow/red zone”, “It’s okay” ” You’re telling me that…”, “We can fix this together”, “I’m here to help”, “I understand that you need some space let me know when you’re ready to talk”.
  • Personal reward charts
  • Personal celebration books

The school also a Counsellor to support identified pupils with emotional needs. She provides support in a safe indirect way through art and or play.

The school also uses a Home School Liaison Officer to support families. This can be in areas such as emotional, social and mental health but can also support for attendance.

We have a zero tolerance approach to bullying


The SENCo attends regular updated training in specific SEND areas as well as attending regular cluster and update meetings to ensure the school is kept up to date with current legislation and guidance.

Our Learning Mentor has been trained as a mentor and in Drawing Therapy, Smart Thinking and relaxation.

Most staff members have had Step On training provided by ESSET. This training focused on de-escalation and positive (non-restraint) physical handling. Some additional staff members have also had Step Up training.

The Specialist Teaching team for Essex have provided a range of training for staff through workshops, consultations and working alongside staff and pupils. Training received by the Specialist teaching team includes:

  • Persistent literacy difficulties
  • Visual coding
  • Social, Emotional and Mental Health strategies
  • Intensive interaction
  • Music therapy
  • Relaxation
  • Physical needs
  • Personalised planning for children with High needs

Some TAs have also had the opportunity to attend cluster meetings which include training as well as sharing best practice.

Support, advice and training has also been provided by Provide and Virgincare for speech and language and the Educational psychologist service for other areas.


At Fawbert and Barnard’s we are fortunate to be able to draw on the expertise of our other academy schools who have special units for hearing impairment and speech and language as well as the SENCos therein.

Many children at school receive support from the Essex Specialist Teacher team. This team are also able to provide training on request for staff members around the needs of pupils at school.

Children with physical needs may also receive support from the occupational therapy and physiotherapy service.

Support, advice and training is also provided the Speech and Language Therapy service and the Educational Psychologist service.

The school is also able to refer to the Emotional, Well-being and Mental Health service (EWMHS), a NHS organisation.


Resources may include deployment of staff depending on individual circumstances.

The school is able to provide equipment to meet the needs of pupils such as writing slopes, pencil grips, theraputty, reading rulers, flexitables (multiplication aids), timers and some fiddle equipment.

If expensive specialist equipment is required as advised by a specialist the Specialist teaching team may provide this.

How do we involve other organisations in meeting the needs of pupils with SEND and supporting their families?  

Many children at school receive support from the Essex Specialist Teacher team. This team are also able to provide training on request for staff members around the needs of pupils at school.

Support, advice and training is also provided the Speech and Language Therapy service and the Educational Psychologist service.

The school is also able to access support from the school nurse in medical matters.

All agencies involved in supporting individuals are invited to One Plan review meetings as part of the personalised planning approach.

The school and parents are able to find out about more services available to support children on the local offer.  Click here for more details.